32,272 research outputs found

    Development of multiple media documents

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    Development of documents in multiple media involves activities in three different fields, the technical, the discoursive and the procedural. The major development problems of artifact complexity, cognitive processes, design basis and working context are located where these fields overlap. Pending the emergence of a unified approach to design, any method must allow for development at the three levels of discourse structure, media disposition and composition, and presentation. Related work concerned with generalised discourse structures, structured documents, production methods for existing multiple media artifacts, and hypertext design offer some partial forms of assistance at different levels. Desirable characteristics of a multimedia design method will include three phases of production, a variety of possible actions with media elements, an underlying discoursive structure, and explicit comparates for review

    SHAPING A CONSTRUCTIVIST VIEW OF ORGANIZATIONAL DESIGN SCIENCE

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    The so-called rigor–relevance gap appears unbridgeable in the classical view o organization science, which is based on the physical sciences' model. Constructivist scholar have also pointed out a certain inadequacy of this model of science for organization research but they have not offered an explicit, alternative model of science. Responding to this lack, this paper brings together the two separate paradigmati perspectives of constructivist epistemologies and of organizational design science, and show how they could jointly constitute the ingredients of a constructivism-founded scientifi paradigm for organization research. Further, the paper highlights that, in this constructivis view of organizational design science, knowledge can be generated and used in ways that ar mutually enriching for academia and practice.constructivist epistemological paradigms; sciences of the artificial; design sciences;interpretive methods; rigor

    Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners

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    Digital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the study’s findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 derniĂšres annĂ©es, une prĂ©sence accrue de la technologie numĂ©rique s’est manifestĂ©e dans la vie des enfants et des jeunes adultes. L'organisation Ă  but non lucratif amĂ©ricaine Common Sense Media affirme que 89 % des adolescents possĂšdent dĂ©sormais un tĂ©lĂ©phone portable, tandis que 70 % utilisent les mĂ©dias sociaux plusieurs fois par jour (Rideout et Robb, 2018, p. 8). De mĂȘme, au Canada, Statistique Canada rapporte que 96 % des jeunes utilisent Internet quotidiennement ou possĂšdent leur propre tĂ©lĂ©phone intelligent (Statistique Canada, 2018, p. 13). En consĂ©quence, les rĂ©cents appels au bĂ©nĂ©fice d'une Ă©ducation critique en matiĂšre de mĂ©dias sociaux et numĂ©riques plaident en faveur de l'importance des compĂ©tences en matiĂšre de mĂ©dias et de littĂ©raties du XXIe siĂšcle (Butler, 2017; Storksdieck, 2016). Ces appels rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du dĂ©veloppement des multilittĂ©raties en Ă©ducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011; Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le dĂ©veloppement des multilittĂ©raties, les jeux numĂ©riques reprĂ©sentent une option possible en Ă©ducation, compte tenu de leurs possibilitĂ©s de susciter la pensĂ©e critique ainsi que d’autres pratiques multilittĂ©raires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De mĂȘme, des travaux rĂ©cents ont portĂ© sur l'utilisation de jeux numĂ©riques dans les cours de langue et de littĂ©rature, en particulier dans des situations d’apprentissages de L2, dĂ©montrant ainsi comment les jeux numĂ©riques peuvent augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dĂ©pit de ces affirmations, peu de recherches ont dĂ©montrĂ© la maniĂšre dont de tels textes peuvent engendrer les multilittĂ©raties dans les environnements de L1 et L2. L'Ă©tude prĂ©sentĂ©e ici cherchait Ă  explorer les avantages des multilittĂ©raties, lors de l'utilisation de la littĂ©rature numĂ©rique et des jeux numĂ©riques dans un collĂšge anglophone au QuĂ©bec. Vingt-trois Ă©tudiants ont participĂ© Ă  une Ă©tude qualitative, exploratoire, basĂ©e sur une recherche orientĂ©e sur la conception (design-based research) en Ă©ducation, dans un cours de littĂ©rature anglaise. Les rĂ©sultats montrent que les consĂ©quences de l’utilisation des jeux numĂ©riques pour gĂ©nĂ©rer un dĂ©veloppement en multilittĂ©ratie sont considĂ©rables. De plus, les conclusions des recherches indiquent que les Ă©tudiants parviennent Ă  appliquer les concepts de littĂ©ratie dans leurs jeux numĂ©riques en revisitant certains termes tels que : empathie, multimodalitĂ© et rhĂ©torique procĂ©durale, tout en les questionnant. Par consĂ©quent, les jeux numĂ©riques peuvent ĂȘtre apprĂ©hendĂ©s comme des textes convergents (Jenkins, 2006) dans la mesure oĂč ils permettent une multitude de littĂ©raties de mĂȘme qu’un engagement et une rĂ©flexivitĂ© accrus en se prĂȘtant Ă  une analyse littĂ©raire critique. Cependant, des recherches supplĂ©mentaires s’avĂšrent nĂ©cessaires, en particulier sur les moyens prĂ©cis d’intĂ©grer ces textes dans la classe afin que les enseignants disposent d’informations dĂ©taillĂ©es sur la maniĂšre de les utiliser dans leur enseignement

    Methods for anticipating governance breakdown and violent conflict

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    In this paper, authors Sarah Bressan, HĂ„vard Mokleiv NygĂ„rd, and Dominic Seefeldt present the evolution and state of the art of both quantitative forecasting and scenario-based foresight methods that can be applied to help prevent governance breakdown and violent conflict in Europe’s neighbourhood. In the quantitative section, they describe the different phases of conflict forecasting in political science and outline which methodological gaps EU-LISTCO’s quantitative sub-national prediction tool will address to forecast tipping points for violent conflict and governance breakdown. The qualitative section explains EU-LISTCO’s scenario-based foresight methodology for identifying potential tipping points. After comparing both approaches, the authors discuss opportunities for methodological advancements across the boundaries of quantitative forecasting and scenario-based foresight, as well as how they can inform the design of strategic policy options

    Flavor text generation for role-playing video games

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    Reaching Cognitive Consensus with Improvisational Agents

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    A common approach to interactive narrative involves imbuing the computer with all of the potential story pre- authored story experiences (e.g. as beats, plot points, planning operators, etc.). This has resulted in an accepted paradigm where stories are not created by or with the user; rather, the user is given piecemeal access to the story from the gatekeeper of story knowledge: the computer (e.g. as an AI drama manager). This article describes a formal process that provides for the equal co-creation of story-rich experiences, where neither the user nor computer is in a privileged position in an interactive narrative. It describes a new formal approach that acts as a first step for the realtime co-creation of narrative in games that rely on the negotiated shared mental model between a human actor and an AI improv agent

    Assessing collaborative learning: big data, analytics and university futures

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    Traditionally, assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions, of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally-stored student activity data, open new practical and epistemic possibilities for assessment and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address 21st Century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts
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